Understanding the Role of Neuroscience in Brain Based Products: A Guide for Educators and Consumers

Abstract

The term brain based is often used to describe learning theories, principles, and products. Although there have been calls urging educators to be cautious in interpreting and using such material, consumers may find it challenging to understand the role of the brain and to discriminate among brain based products to determine which would be suitable for specific educational goals. We offer a framework for differentiating the multiple meanings of the brain based label and guidelines for educators and consumers to use when evaluating educational products labeled as brain based. The guidelines include: identifying educational goals and target student populations, aligning goals and product purposes, reviewing product merits, identifying benefits and limitations of the product, and characterizing the product's impact on behavioral performance.

The basic principles of research in neuroeducation studies

“…There must be a group of scholars capable of practicing effectively in the field and advancing it. These professionals will need to achieve the ability to plan, design and carry out a research in the domain of neuroeducation and to widen the knowledge of theories regarding cognitive, affective, social and cultural foundations of education (Sylvan and Christodoulou, 2010).…”

Towards an understanding of neuroscience for science educators

“…These claims have no evidence to substantiate them and this lack of evidence adds to the confusion for parents, students and all who care for children. Sylvan and Christodoulou (2010) provide an evaluative tool to assess the educational merit of brain-based learning products commercially available, cautioning that educational programmes need to be evidence-based, bring about measurable behavioural changes (which in usual terms might mean improved student behaviour, well being or achievement) and sustained impact. Neuroplasticity training programmes (Goswani, 2006) need to be scrutinised for efficacy and impact.…”

Plasticity as a framing concept enabling transdisciplinary understanding and research in neuroscience and education

“…First, the differences in goals or approaches between natural and educational sciences -between descriptive and prescriptive aims (Willingham 2009;Sylvan and Christodoulou 2010). This is what Bennett and Hacker (2003) have called distinctions between logically different kinds of intellectual inquiry.…”

“…Also, a link throughout people on the crossroads of different disciplines, hybrid professionals (Beauchamp and Beauchamp 2013), such as a former scientist with an interest in education with a dual role interpreting neuroscience outcomes and feeding back research questions from the classroom (Goswami 2006); promoting mutual interests, with classroom and laboratory visits (Ansari and Coch 2006); identifying key problems to be solved (McCandliss, Kalchman, and Bryant 2003); and even developing guides for educators and consumers to evaluate brain-based educational products (Sylvan and Christodoulou 2010).…”